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[UPDATED] Those who know me know that the subject of Education for Citizenship and the similarly named me like anything. In part by arguments quite echoed by many, partly because of other much less used. Do not go into the substantive discussion because this is not the subject of this blog, but in my opinion is an open door at school ideologically minority groups so that they can transform the grant money (and increase) proselytes .

I've ever said this Education Citizenship is unlike anything that exists in other European countries I know, and indeed the methods and arguments that the Ministry has used to discredit the citizens' movement that has positioned itself to have been awarded Citizenship Suspense Europe. Years ago I published this question, taken from the evaluation of citizen competence that is customary in Europe:

3. An adult is a good citizen if (put a grade on a scale from very important and not important): a) Work hard. b) would participate in a peaceful protest against a law they consider unjust.

I think it is clear that the opinion (or treatment) Ministry of the opponents to this subject (I think make the case or to seek remedies can be considered peaceful protest) is not "good citizens." Remarked, for which he has not read well, that consideration of "unfair" is not the government or you or the man who was passing by, but of citizen protest. It is a question of whether one agrees with it or not: if it considers that a law is unjust, the good citizen is the protester, and bad citizens is not. Point.

disqualifies Another concern for the subject as designed in Spain is the analysis of the arguments from the administration has put forward to defend it. But the maximum stupidity I have read in this which publishes news blurred The country today (out of focus because it takes the owner a false statement, since what is demanded is a "preference" and not "monopoly" and makes it mushy). What says the State Attorney in his appeal is as follows:

"The philosophical concept which presupposes democracy is relativism."

Again, if you have not read that right:

"The philosophical concept presupposes democracy is relativism."

Thus, quoting, appears in the newspaper (the pdf refers the news is not so, but a picture of the first page of the resource ) and, unless it is a joke, a quote of the appeal by counsel for the State.

Maybe I'm a little cranky, but only the indignation I feel at such barbarity has gotten me out of work (lately I have no time for anything) and taking the time to blog. Because relativism is not the ideological conception of democracy, but of the dictatorship. No need to read Thucydides and Aristotle to know-or, more recently, Orwell, only textbook Philosophy History or 3 of BUP, which is assumed necessary to get a lawyer State, and not to minister.

tyrants are those who think that life and freedom (those of others, of course) are relative compared to their ideological agenda, and are precisely the democracies that write things like the Universal Declaration of Human Rights , library where there is absolute. Therefore, all items begin with the word "all" (or "no"), except the last one that begins with "nothing."

And some will applaud this resource with your ears. Will be to cover with nothing between them.

[UPDATE] Read the full appeal (to do things quickly, I realized I could, as I have been told politely thank you), I might add some things: the phrase is played Kelsen, a well known and renowned defender of positivism. I still say the same of that sentence.
resource I find it curious that the first part warned of the danger of relativizing the law and the State (pp. 5 and 7), reaching to say that the individual's ability to relativize the law threatens the democratic state and then claiming that relativism is the basis of democracy.
I'm not used to reading resources, but I was struck by the accumulation of
fallacies in this, probably common among the middling little lawyer, but one would expect absent in an action of law of the State. Regulars are those of the false experience and the argumentum ad consequentiam in the overall argument. I find it also curious that justify the goodness of the decrees in question based on the LOE said claim and not what actually does. I also see a logical contradiction in justifying the relativism with an argument of authority. And the argument that do not have the slightest Trileros seems to me, although I can be wrong.
The phrase on which the action is that of Kelsen, but the next, he had not seen:

"The dignity and the inviolable rights of the person-is Clearly, they are not objects of sense experience but generally shared beliefs for which postulates a moral foundation "(p. 18).

With this budget, which put then not too surprising: the false opposition between the general moral defending those with religious beliefs and have-nots is also a fallacy: you can defend a general moral from different points of view without resorting to religious beliefs and without recourse to this man quoted in the application (deontological cognotivista , emotivist), moral all very short range and they can not prove the rule of law.
The foundation of our rule of law is the axiom, no the simple belief that man is an absolute, and if to justify Citizenship Education have to skip that question, because you've already said everything.

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year Stupidity Inequities several PISA

After reading the press release embarrassing Ministry and listen to the string of nonsense words that have made the poor Beder in PISA press conference - where was the minister, by the way? - I decided to write something about it. I'm used to that the Ministry does not addresses the data, which blatantly lie when it suits him, to manipulate the interpretation of the data to justify its policy, etc. There would be no big deal if it were not the extreme conservatism of the PSOE in education since 1990 is hurting our country is extremely serious.

For example, Beder, saying in a press conference that the best vaccine against school failure is the early schooling, and that slightly less will not stop until schooling for all children under three years. PISA does not say anything like that (although most do not leave school early have very good standing), while a OECD report on the English education itself clearly says that we miss the nursery. But as the Pisuerga passing through Valladolid, loosely as a reference to the sole indicator with positive evolution at my disposal, so I'm happy. Another public policy based on a belief rather than a fact.

But this is not what I wanted to talk, after all, it's just money thrown away, but the concept of equity that the Ministry manages the press release, an ideological concept which serves to avoid seeing reality and to continue the inaction that characterized him.

As I explained once , the Ministry manages a concept of equity based on who has few statistical differences among students, which technically corresponds to the variance or standard deviation. Is a translation of an economic concept -An economic good is, By definition, a scarce commodity, not an economic one, as the educational level: the more knowledge one has is independent of that other have, because knowledge is not exhausted.

For example, our educational system virtually outlaws excellence: from percentile 75 (ie, if we compare the results of 25% of the best students from each country) and we are the last country in Europe, while our 95 percentile borders on the ridiculous. If we go "is a simple simulation, a 2% reading scores of students between 75 and 80 percentile, 4% of students between 80 and 85, and so up to 10% the 95 percentile, the average of Spain would go eight points, but the standard deviation would be 100, ie the same as the OECD average. That is, if we go up a bit the results of the best students, something that the education system in almost any European, seems capable of achieving the improvement is small, but equity is going to hell. And that without changing the value of 75% of the students left. Why? For our famous statistic is only fair that effect our system is unable to form bright students.

As I said at some point yesterday, I do not know where or to whom, if we really believe we are in the knowledge society, and that bright students are the largest producers of wealth in the morning, our lack of excellent students today is just a number. But in twenty years what we call crisis.

Actually, the issue of equity is no example Spain, much as it says the Ministry. Educational equity consists of three elements: first, that no student falls below a minimum, and second that the circumstances of the students (especially those that can not be changed: sex, race, place of birth, mother tongue ...) No seriously affect in educational outcomes, and third that a student with ability and interest to get to where he want. In the first case we do regularly in the third very bad, as we have seen. We must now examine one aspect of the second. As the Ministry in the press release:

"As for the Autonomous Communities, PISA shows that the results between the two is minimal, only 4%, ie establishing that the English education system is characterized by a large equity. "

confess that I understand what has cost 4%, and a few friends who know of it too. At first I thought they were related to effect size, but miscalculated. Then I found suggests that this refers to the percentage of variance explained by the fact that a Students live in one region or another. Which I think is very good, but it is a fact that has little to do with equity.

I'll start the argument in the style of the Cheshire Cat: To begin with, nobody in their right mind would say that the results from Finland and Spain are "fair" in Finland is 536 points and Spain in the 481, Finland August 1 % of students below Level 2 and Spain 19%, etc. How do we know? First, because the differences between the two countries are significant (ie there are not due to chance). But, with a handle samples as large as PISA, it is easy for a difference is significant. PISA has therefore begun to measure so-called effect size (http://en.wikipedia.org/wiki/Effect_size), ie if the difference is not significant, but whether it is substantive. And, if it is, the magnitude of the substantiation.

himself PISA ( Volume II, pg. 148) explains how to calculate the effect size (using Cohen's delta ) and the interpretation of values, not substantive to values \u200b\u200bbelow 0.20 , unimportant between 0.20 and 0.50, a medium effect between 0.50 and 0.80, and most importantly above 0.80. However, the size of effect between the results from Finland and Spain in the scale reading is 0.63.

Let the English regions. In the table I placed the size of the effect of the differences between English regions. In gray are the non-substantive, paler blue small effects, effects in bright blue and red means large effects.

size effect on the reading scale. PISA 2008
ARA	-0.391
AST	-0,317	0,056
BAL	0,044	0,429	0,355
PVA	-0,381	0,012	-0,045	-0,420
CAN	0,144	0,531	0,452	0,098	0,522
CNT	-0.305	0.081	0.022	-0.344	0.070	-0.444
CYL	-0.483	-0.094	-0,145	-0,519	-0,107	-0,621	-0,173
CAT	-0,432	-0,036	-0,091	-0,470	-0,048	-0,574	-0,118	0,060
CyM	0506	0874	0787	0458	0867	0367	0789	0958	0918
GAL	-0.284		0.105 0.044 -0.324			0.094 -0.424 0.023			0.198 0.142 -0.772
RIO	-0.411	-0.034 -0.086		-0.448 -0.046		-0,546	-0,112	0,057	0,000	-0,880	-0,135
MAD	-0,483	-0,094	-0,145	-0,519	-0,107	-0,621	-0,173	0,000	-0,060	-0,958	-0,198	-0,057
MUR	-0,225	0,182	0,115	-0,267	0,171	-0,371	0,095	0,279	0,222	-0,733	0,072	0,210	0,279
NAV	-0,416	-0,024	-0,079	-0,454	-0,036	-0,556	-0,105	0,071	0,012	-0,899	-0,129	0,011	0,071	-0,207
	AND		ARA AST BAL		PVA	CAN	CNT	CyL	CAT	CyM		GAL RIO	MAD MUR
Source: Compiled from data from PISA 2009.

Let's dispense with Ceuta and Melilla (CyM), with abysmal distances (the Ministry should answer for these data because they are territories under its direct management, but has preferred to go for equities). However, differences between Castile and León and Madrid to the Canary Islands (CAN, Cantabria CNT) have a size of 0.62. Well, one hundredth less than differences between Finland and Spain. Moreover, if we do not consider Finland, the differences between European countries outside the OECD are similar, if we consider the effect size (and METICULOUSLY differences) that exist between the English regions.

is, in a country like Spain, with the same education system, same teachers, same allocation to schools, and cultural homogeneity, linguistic, socioeconomic, etc. much higher than in Europe, is that we have some differences between regions similar to those between European countries, the same between the Netherlands and Austria or the Czech Republic between Castile and Leon (or Madrid) and the Canaries.

already knew that being born in one country or another could make the course a student's education. It seems quite clear that also born in a English region or another. This is what the Ministry considers minor differences.

ADDED:

In a commentary calling this table:

Communities RIO 280 VAL

language test for Spain,
	ESP	CAT	GAL	VAS	VAL	MISS	Total
AND	1.411	0	0	0	0	5	1.416
ARA	1.506	0	0	0	0	8	1.514
AST	1.535	0	0	0	0	1	1.536
BAL	259	1.201	0	0	0	3	1.463
CAN	1.446	0	0	0	0	2	1.448
CAT	3	1.369	0	0	0	9	1.381
CLM	239	0	0	0	0	0	239
CNT	1,516	0	0	0	0	0	1,516
CYL	1,510	0	0	0	0	5	1,515
CYM	1,363	0	0	0	0	7	1,370
EXT	134	0	0	0	0	0	134
GAL	45	0	1,540		0 0 0		1585
MAD	1449		0 0 0			4 0 1453
WALL	1320	0		0 0 0		1	1321
NAV	1079	0 0			425 0 0		1504
PVA	4022	0		743 0 0		3	4768
		1,284 0 0			0 0 4		1,288
			0 0 0		156	0	436
	Total 20,401 2,570			1,540 1,168 156		52
25,887 SOURCE: Compiled from data from PISA 2009.

not entered as a comment and I chose to put it here. The figures represent the number of students evaluated in each language.

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Warming

As you know, and if not, I tell you, on December 7 out PISA 2009. PISA is an international assessment piloted by the OECD which measures students' knowledge of 15 years in three skills: reading, math and science. In this edition Star competition is reading, and involves over 60 countries under review no less than about half a million students.

What results is going to get Spain in PISA 2009? Well, basically, the same as in previous years. Why? Because little has changed in education English years, except in a more savvy management. Changes in the LOE (2006) on the Logse (1990) were minimal, and its effects on performance will be also. We will analyze the changes we can expect to find in the English results in PISA 2009 than in PISA 2006.

1. A technical improvement.

In PISA 2006 there was a problem with reading data from English. Specifically, the tests written in Castilian (and therefore does not affect Catalonia, Catalan pass the screening to all students, and to a lesser extent Galicia and Basque Country) was an issue that the results of the scale reading were about 20 points lower right. What is the problem, I do not know for sure, as I have heard two versions: a problem with the hardness of the editors and a problem with an item in a pilot test. The second seems more plausible, but as both have similar consequences and I know I have not yet measured enough to unravel the issue (although I lack less), if you can, because I can read here.

What I do know is that it is a technical problem that the Institute of Evaluation (IE) has been aware at least a couple of years, and on that basis have all worked. I hope that IE does not throw the bells ringing about the alleged improvement when it is perfectly aware of the technical problem, and put to say what good the LOE. [For example, in the English Report PISA 2006 (126 pp.) Table does not appear in any single previous data: see this].

Therefore, an improvement in the level of reading, say, 15 points in PISA 2009 than in PISA 2006, and that is accompanied by improvements in Math and Science scales is talk of a null effect the measures taken so far. And a minor improvement a complete failure because there will not be broken the downward trend in the Reading area since 2000. I understand that, being the main scale reading in 2009 and caring a fig for our political reality, the Ministry will not be able to resist trying to take advantage of this, but at least you can compare the results with PISA 2003 before take them seriously.

2. Have we reduced the yield somewhat lower PISA?

Almost the only measures introduced by the LOE that may affect the performance of pupils aged 15 are the introduction of large-scale educational reinforcements and little diversification posed by PCPI. The PCPI (Initial Vocational Training Program) is a diversification for students 15 and older who have repeated and it is judged that the normal way will not get a title. It's a way designed (badly, of course) to facilitate access to the title or at least, to give students a minimum qualification before they leave school. Probably the best we can expect from this measure is that students FPGM reinstatement through the entrance exam. But, of course, we can not expect the PCPI increase students' skills in reading, math or science, which is what PISA measures.

The second measures the extent of the reinforcements across the BOW program, it can have an effect on performance. It is a program that has been applied unevenly in each of the autonomous regions, and therefore the effects on performance will be uneven. Indeed, some have used the program to give titles, and others so that students know more, and that is going to be very clear in PISA 2009. As you recall, the plans to strengthen achieved a reduction of school failure in 2008 , but it is doubtful that in all regions reinforcements are used to increase the knowledge of pupils, leading them to obtain the title- but to give the title of ESO, ie, to make up statistics.

That is, if the reinforcements have worked well in PISA you notice a slight overall improvement, improvement that may be because students with low performance level would have a level of mediocre performance. It would also have an effect on the standard deviation, which some call ( bad ) equity. That is, communities which cut through the failure of reinforcements know who did well and who tried to deceive us.

3. Reinforcements Primary Reading

Some communities began years ago to realize that many students had reading problems in primary, and took steps to correct it by special reinforcements. And, within that group, some take longer than others. To my knowledge, only one, small scale, have been carried out to affect students in 2009 were 15 years old. That is, little to do with this issue on that side, but maybe next we see its fruits.

4. Other problems

Spain has other issues on which nothing is done. The main ones are repetition and low proportion of students at higher levels. There is no national plan to tackle these problems and you can see in PISA 2009, so the results will be exactly the same as in other years, except in communities where they had specific plans for improvement on these issues. Although some still or have been aware, only fools and madmen can expect to get a different result after doing the same thing.

5. The country of fairness to the country of "multi-speed"

Although there are many who celebrate the English equity, we actually have a country where being born in a community or another has a significant influence on the performance of students. If this has not been seen in PISA is because they were not going well not show up. In the General Assessment of Primary Diagnosis and find any indication of what I'm saying, but what of PISA 2009 will be obvious. Even though there are three communities, Castilla-La Mancha, C. Valencia and Extremadura, all featuring a high-school failure who had refused to appear in this issue.

What evidence we have of it? Then seeing the results of the Autonomous Communities in PISA 2006. Both in 2006 and 2003 was possible to identify the centers of each CCAA and make an approximation of the results. Naturally, the sample is smaller and the selection of centers may not be representative of the region, but was remarkably stable between 2003 (there were four communities) and 2006 (where there were ten), and therefore I hope that you in 2009. On Tuesday we will check, but for now, I offer the results of all English regions in 2006 and also the correction of ISEC (sometimes, the selection of schools can make the selected sample has a higher or lower socioeconomic status than the population of the Community, and this fix avoids). Let

first with the table of students tested in each CCAA (there are a few sites not allocated, which are labeled as "Unknown"):

Error Error Typical % 0.06 2.0 Baleares Canary 0.24 4.2 17,296 Castilla y León Ceuta and Melilla Navarra 147 Unknown 0.92 Basque

Students examined in PISA 2006, by C. Autonomous
	Sample Population			Weight
	students	student		each CCAA	typical
		No No	No	%
Andalucía		1,463 2,506 81,437			21.3 0.58
Aragon		1,526 9,467 318			2.5 0.09
Asturias		1,579 7,594 197
		123 847 5868			1.5 0.22
		15,868 206 899
Catalonia		1,527 1,787 56,987			14.9 0.46
Castilla-La Mancha	226			907 0.23 4.5
Cantabria		1,496 4,534		98 0.03 1.2
		1,512	19,697 419 5.2		0.12
		108 1441 74		0.4	0.02
Extremadura		141 660 9343		2.4	0.17
Galicia	1573		22,578 365 5.9		0.12
Madrid	525		43,847 1,018 11.5		0.26
Murcia	174		11,843 368 3.1		0.11
	1,590 4,678			67 0.02 1.2
			12,931 3,613 3.4
		14,707 3,929 203		0.08 3.9
	La Rioja 1,333 2,494			13 0.7 0.01
C. 426 Valencia			39,077 1,136 10.2
0.30 SOURCE: Compiled from data from PISA 2006.

The first column indicates those students who are actually evaluated, the second points to the population they represent, and the fourth the percentage of students in each community on the whole of Spain. Typical errors are those with all statistical PISA, and we're talking about samples.

The following tables show the results in each of the scales in PISA 2006: Science, Reading and Mathematics. As usual, the data from small samples have a higher standard error.

4 Navarra 508 1579 9 Andalucía 474 14 11.8

scale results in PISA 2006 Science, by AC
		Valid	Media	ET
1	Castilla y León		1,512 520 3.9
2	La Rioja		1,333 520 2.5
3	Aragon		513 1526 3.9
			511 1,590 2.9
5	Cantabria		1,496 509 3.6
6	Asturias			4.9
7	Madrid		506 525 11.7
8	Galicia		1,573 505 3.4
	Unknown		147 23.0 500
	Murcia		174 500 6.3
10	Basque		3,929 495 3.5
11	Catalonia	1,527 491		5.1
12	Castilla-La Mancha		226 489 11.9
	SPAIN		19,604 488 2.6
	13 1463			4.0
	Canary		206 472 19.2
15	C. Valencia		468 426 6.4
16	Extremadura		141 452 4.5
17 Ceuta and Melilla		437 108
18	Baleares		123 433 20.7
Source: from data from PISA 2006.
Notes: Valid is the number of students tested with valid values \u200b\u200bfor this variable. Media is the average score of students in each community on the scale of Sciences. ET is the standard error associated with that media.

ET 1 13 14

Results on the PISA reading scale in 2006, by AC
		Valid	Media
	Rioja	1333	492	2.6
2	País Vasco	3929	487	4.2
3	Aragon		483 1526	5.2
4	Navarra	1590	481	2.7
5	Galicia	1573	479	3.4
6	Castilla y León	1512	478	3.4
	Unknown		478 147 20.9
7	Asturias		1,579 477 4.7
8		Catalonia	1,527 477 5.1
9	Cantabria		1,496 475 4.0
10	Madrid		525 473 8.9
11	Castilla-La Mancha	226 463		15.3
	SPAIN		19,604 461 2.2
12	Murcia		458 174 8.0
	Andalucía		445 1463 4.1
	Canary		443 206 11.9
15 Ceuta and Melilla			434 108 9.3
16	C. Valencia		434 426 5.4
17	Extremadura		419 141 7.1
18	Baleares	413 123		13 , 9
Source: Compiled from data from PISA 2006.
Notes: Valid is the number of students tested with valid values \u200b\u200bfor this variable. Media is the average score of students in each community in the scale reading. ET is the standard error associated with that media.

ET 3 Navarra Andalusia 17

Results on the mathematics scale in PISA 2006, by AC
		Valid	Media
1	La Rioja		1,333 526 2.2
2	Castilla y León		1,512 515 3.3
			515 1590	3.5
4	Aragon	1526	513	4.5
5	Cantabria	1496	502	2.6
6	País Vasco	3929	501	3.4
7	Asturias	1579	497	4.9
8	Madrid	525	496	10.5
9	Galicia		1,573 4.1 494
	Unknown		493 147 17.9
10	Catalonia		1,527 488 5.2
11	Castilla-La Mancha		482 226 8.4
	SPAIN		19,604 480 2.3
12	Murcia		475 174 6.6
	13		463 1463 4.2
14	C. Valencia		456 426 4.9
15	Baleares		123 449 10.8
16	Extremadura	448 141		8 , 6
	Canary		206 446 11.0
18 Ceuta and Melilla		442 108
8.9 Source: Compiled from data from PISA 2006.
Notes: Valid is the number of students tested with valid values \u200b\u200bfor this variable. Media is the average score of students in each community on the scale of Mathematics. ET is the standard error associated with that media.

These tables show the direct results, but, as we said, in communities without a broader sample, we run the risk that the selection does not represent the population. We do not have much with which to compare, but it seems clear that the socioeconomic and cultural level Extremadura is not above the English average. We can therefore say that the students selected in the sample Extremadura have a higher level than the population real Extremadura, and thus conclude that the results of the above tables are overestimated. The ISEC through each of the Communities (is an index with zero mean and standard deviation one for all students in the OECD) is as follows:

Basque 0.158 -0.094 5 0.052 -0.136 0.035 -0.141 15 0.111 -0.562

ISEC average in PISA 2006 CCAA
		Valid	Media	ET
	Unknown		147 0.024 0.228
1			3892 0.039 -0.039
2	Madrid	524
3 Balearic			121 0.281 -0.116
4	La Rioja		1331 0.026 -0.124
	Aragon 1520
6	Navarra 1586
7	Catalonia		1,514 0.080 -0.146
8	Asturias		1,573 0.068 -0.150
9	Cantabria		1,483 0.047 -0.162
10	Castilla y León		1,508 -0.212 0.046
11	Extremadura		140 0.135 -0.244
	SPAIN	19,499	-0.311 0.031
12	C. 423 Valencia		-0.320 0.087
13	Galicia	1566	-0.341 0.066
14	Ceuta and Melilla	105	-0.344	0.120
	Canary		205 0.275 -0.381
16	Murcia		174 0.216 -0.542
17	Castilla-La Mancha	226
18	Andalucía		1461 0.056 -0.635
Source: Compiled from data from PISA 2006.
Notes: Valid is the number of students tested with valid values for this variable. Media is the average score of Socioeconomic and Cultural Index (ISEC) of students in each community. ET is the standard error associated with that media.

But that does not help much. To know which are the net scores of each community, ie, the score would be if the students had a half ISEC equal to the average of the OECD, is the following table. Data are linear regression coefficients and their significance is in the notes to the table. As it is not something that has an average reader to understand, the most basic is this: the first column (B0) is the net score, which average should be 500, and the last (R2) is the percentage change in the results of the ISEC students are able to explain. In short, this is the table:

ET B1 12.0% 2.2 13.2% 2.2 9.5 21.4% 9.2 14.9% 2.8 Extremadura 7.9% 7.8

Net gain on the scale of Sciences PISA 2006, by AC
		B0			ET	R2
1	Castilla y León	525		3.6 3.0 23		8.4%
2		La Rioja 523 2.4			25 8.4% 2.8
3	519 Aragon		3.3		32 14.4% 2.3
4	Navarra		516 3.0 30
5	Cantabria		516 3.0 32
6	Asturias	514		3.5 32 2.5		15.5%
7	Galicia	514		3.0 25 2.7		8.9%
8	Murcia	512		5.8 21 3.9		10.8%
9	Madrid	510		7.0 36 5.7		16.3%
10	Castilla-La Mancha	505			26 8.3% 7.8
	Unknown		501 17.3 40
		499 SPAIN 1.9			31 13.7% 1.3
11	Basque		497 2.8 28			10.9% 2.0
12	Catalonia		497 4.0 31			13.5% 3.1
13	Andalucía		494 3.1 32
	Canary 14 484		13.2		29 14.8% 4.6
15	C. 480 Valencia		6.5		30 11.3% 3.7
	16 464			6.2 9.3 37		19.0%
17 Ceuta and Melilla			445 13.0 22
18	Baleares		441 18.3		34 11.9% 21.2
Source: Compiled from data from PISA 2006.
Notes: B0 is the net value of the performance of students in each CCAA on the scale of Sciences. That is, the average score of students in each community if everyone had an ISEC zero or, in other words, if the conditions commo cultural and family were equal in all regions. B1 is increased score associated with an increase of one unit (in this case, one standard deviation) in the ISEC. R2 is the percentage of variation in student achievement explained by ISEC of each student. ET is the standard error associated with each coefficient.

So far, the predictions. On Tuesday morning, the moment of truth.